Describe any preparations that need to be made by the facilitator or students prior to implementing this instructional module. Also include any pre-requisite skills or knowledge that students need in order to [[#|participate]]. Suggested sections:
Preparing participants
Student Groupings
Giving participants advance [[#|information]]
Giving Participants Advance Information
"Often, the instructional designer is responsible for program promotion" (Morrison, Ross, Kalman, & Kemp, 2011, p. 417). This may involve preparing advertising with a newsletter, writing promotional emails and sending them out, and creating flyers. After creating and printing these items, the instructional designers will also be responsible for distributing them. I think all three of these communication methods would be valuable to use to inform local teachers of the training. Also, because this training could potentially be completed online in a self-paced environment, advertising the training with an online flyer is also a good idea. It would be difficult but possible for us to find free teacher resource websites that would allow us to upload a flyer with a website to sign people up for the training.
The flyers and emails should include information about the flexibility options of the training, registration information, optional times for group presentations, and most importantly, information about Edmodo. I would include a list of twenty things that teachers can do with Edmodo, describe some sample projects or scenarios for classroom opportunities, and justify the use of the program by citing the importance of technology use in a classroom full of digitized students.
Student Groupings
Because teachers have busy schedules, it would be wise to consider allowing teachers to form teams at their schools and choose their student groupings so they can collaborate in smaller groups and decide when to meet to perform parts of the training. In a traditional training setting where teachers would come to a centralized location and attend a group presentation, grouping teachers from different buildings or subject areas can encourage extended collaboration and help teachers see new perspectives and learn different approaches to teaching. Lastly, because Edmodo has built-in grouping capabilities, trainers could decide to group students based on state or region (or school), or subject/content area across the country.
Preparing Participants
In order to have success with an online-based training module such as this Edmodo training, teachers will need to have basic computer skills. I propose an optional basic web tutorial to teach our students the basics of internet usage and educate them on social network sites. During this time, it would be useful to compare and contrast social network sites like Facebook with Edmodo in order to illustrate how Edmodo is secure and appropriate technology for education that appeals to students because of its similarities to Facebook. Depending on the method of delivery for the training (onsite or online, or a mixture of both) students might also need information on connecting to the internet at the site of the training, or they might need log in access to a computer network for a school district. Then of course, students will need access to an electronic or hard copy set of directions to get them started with the training. While most of the class will occur online in the Edmodo classroom, there are some steps, such as logging in for the first time or signing up for Edmodo as a student and as a teacher, that will need to be explained. This would be an appropriate task for a whole group presentation method of instruction, but if not, these directions could be easily accessed online through a website with links to Edmodo along with steps to follow. Participants would need access to this website through an email (perhaps a confirmation email that is sent out upon receiving confirmation of registration for the training).
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Describe any preparations that need to be made by the facilitator or students prior to implementing this instructional module. Also include any pre-requisite skills or knowledge that students need in order to [[#|participate]].
Suggested sections:
Giving Participants Advance Information
"Often, the instructional designer is responsible for program promotion" (Morrison, Ross, Kalman, & Kemp, 2011, p. 417). This may involve preparing advertising with a newsletter, writing promotional emails and sending them out, and creating flyers. After creating and printing these items, the instructional designers will also be responsible for distributing them. I think all three of these communication methods would be valuable to use to inform local teachers of the training. Also, because this training could potentially be completed online in a self-paced environment, advertising the training with an online flyer is also a good idea. It would be difficult but possible for us to find free teacher resource websites that would allow us to upload a flyer with a website to sign people up for the training.
The flyers and emails should include information about the flexibility options of the training, registration information, optional times for group presentations, and most importantly, information about Edmodo. I would include a list of twenty things that teachers can do with Edmodo, describe some sample projects or scenarios for classroom opportunities, and justify the use of the program by citing the importance of technology use in a classroom full of digitized students.
Student Groupings
Because teachers have busy schedules, it would be wise to consider allowing teachers to form teams at their schools and choose their student groupings so they can collaborate in smaller groups and decide when to meet to perform parts of the training. In a traditional training setting where teachers would come to a centralized location and attend a group presentation, grouping teachers from different buildings or subject areas can encourage extended collaboration and help teachers see new perspectives and learn different approaches to teaching. Lastly, because Edmodo has built-in grouping capabilities, trainers could decide to group students based on state or region (or school), or subject/content area across the country.
Preparing Participants
In order to have success with an online-based training module such as this Edmodo training, teachers will need to have basic computer skills. I propose an optional basic web tutorial to teach our students the basics of internet usage and educate them on social network sites. During this time, it would be useful to compare and contrast social network sites like Facebook with Edmodo in order to illustrate how Edmodo is secure and appropriate technology for education that appeals to students because of its similarities to Facebook. Depending on the method of delivery for the training (onsite or online, or a mixture of both) students might also need information on connecting to the internet at the site of the training, or they might need log in access to a computer network for a school district. Then of course, students will need access to an electronic or hard copy set of directions to get them started with the training. While most of the class will occur online in the Edmodo classroom, there are some steps, such as logging in for the first time or signing up for Edmodo as a student and as a teacher, that will need to be explained. This would be an appropriate task for a whole group presentation method of instruction, but if not, these directions could be easily accessed online through a website with links to Edmodo along with steps to follow. Participants would need access to this website through an email (perhaps a confirmation email that is sent out upon receiving confirmation of registration for the training).
References
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.